children’s health

by Nick Forsyth
Head of Wellbeing, Kingston Grammar School

The teenage brain is a truly remarkable thing. In recent years, researchers have revealed far more of its secrets and, in particular, how it differs fundamentally from the adult brain. While it has a greater capacity to learn and create, we now know that areas of the brain that control behaviour, judgement and emotional control are the last to mature. This partly explains why adolescents are more prone to risk-taking behaviour, more susceptible to stress and mental illness and why they have an increased risk of developing an addiction.

Research into brain development has also given us new insights into how children actually think and learn. The terms ‘fixed’ and ‘growth mindset’ were first used by the world-renowned Stanford University psychologist, Carol Dweck. The idea is very simple but has huge implications for the way we teach our children and how they see themselves.

The basic idea is this: children with a fixed mindset believe that being ‘good’ at a particular activity is something that they cannot control. Talent and even intelligence are fixed traits that you either have or don’t have. These children also tend to believe that talent alone can lead to success. Such a view is reinforced in a world where instant gratification is increasingly seen as the norm and where a toxic mix of social media, celebrity culture and rampant commercialism can lead to impossible expectations and an unrealistic sense of entitlement. Overnight success? Sign up for X Factor. Fame and fortune? No problem; become an Internet blogger or You Tuber.

Of course, the converse effect is that when things do get hard, as they inevitably will, children with a fixed mindset will show a lack of resilience or will simply give up. “I can’t do it, there’s no point.”

In comparison, children with a growth mindset understand that intelligence or being good at something is not a fixed characteristic but can be increased through effort, determination and sheer hard work. Mistakes and setbacks are seen as learning opportunities while success is rightly framed in the context of perseverance and trial and error. Now “I can’t do it” becomes “I can’t do it yet”.

There is now compelling evidence that teaching children about the power of growth mindset can dramatically improve a child’s academic performance and motivation to learn. In particular, when children understand that at this age their brains are highly malleable and grow stronger with effort and practice, they are far more willing to stick to a task or activity.

Over the last few years the idea of fixed verses growth mindset has gained considerable traction in education and teachers are now increasingly aware that their actions and, in particular, their feedback can subtly influence how their children perform. So praising innate ability – “you’re so talented at maths” – is likely to reinforce a fixed mindset while praising effort and hard work, “well done so far, now let’s see how we can improve” helps to develop a growth mindset.

The concept can also be taught to children in the context of success in sport or music or indeed any field. When asked about his success, Ed Sheeran said, “When people say you are so talented and you’ve been born with natural talent, I say ‘no’. You have to really learn and really practice.” Or Michael Jordan, arguably the greatest basketball player of all time, talking about his attitude to failure: “I have failed over and over and over again in my life. And that is why I succeed.”

Growth mindset teaches children that their brains are not hard-wired but can grow and develop in the same way that their muscles get stronger as a result of training and exercise. This not only leads to higher academic attainment but it has dramatic effects on how children perceive themselves. Once they know that it’s normal to fail and get things wrong, we see improvements in self-esteem, resilience, having the confidence to try new things and less stress about exams and the need to be perfect. In short, happier, healthier children.

Kingston Grammar School is hosting a national conference on Growth Mindset, “I can’t do it – yet” on Wednesday 7th November 2018.

Kingston Grammar School, founded in 1561, is a leading co-educational independent day school for boys and girls aged 11-18 years. Kgs.org.uk

As a nursery owner, manager, Early Years Teacher and MA student I review research, reflecting on current practice and make judgements on how we can best support children’s emotional, social, physical and education needs. Recently, a couple came to me with an alternative approach to how they offered their child praise. It made me think more carefully about how praise is offered in my setting.

by Deborah Tidey, The Nest, Brighton

Like anything in child rearing there is no one sure fire approach that is going to guarantee a desired outcome. For each child comes with their own complex set of ever changing needs and personality traits. How we praise our children and its effects on the child’s natural enjoyment and appreciation in favour of being driven by pressure to perform or constraints is no exception to this rule.

Praise is the positive evaluation that one makes. It is different to feedback and acknowledgement such as “that’s right” or “you scored 80%”. When we offer praise, we are making a judgement.

On a whole, it is generally accepted by society that praise only has positive effects on children. We make a point to praise children for their accomplishments, and we expect our praise to enhance their motivation and boost their self-esteem. Parents are actively encouraged to be positive and praise their children to demonstrate their approval and encourage desirable behaviours.

In reality you may have observed a child who has given up on an activity when praise has been offered or a child who finds praise uncomfortable, particularly in social situations, or even a child who will deliberately misbehave to prove you wrong. In fact, you may be familiar with some of these feelings in your own exchanges as adults too, along with the pressure of needing to perform to the same standard next time or not taking a risk just in case you fail.

There is no questioning that praise does have beneficial affects too but praise cannot be administered haphazardly. Careful consideration should be given to sincerity of praise offered, what is being praised, whether it promotes autonomy, social comparisons and if realistic standards and expectations
are conveyed.

The process through which praise can reduce autonomy and serve as a controlling reward was described by Gordon (1989): “Praise especially acts as an extrinsic reward, and its effect on children is quite predictable. Children who are subjected to frequent praise learn to select only those things they think will please their parents and avoid doing those things that may not. While to some parents, this may seem very desirable, we know that such children are much less apt to become innovative, creative, self-directing. They learn to conform rather than innovate, and to follow a pattern known to bring praise rather than to experiment with something new.”

Only individuals who believe their actions have been autonomous are likely to continue performing that behaviour. So how can we continue to offer praise where praise is due and how can we avoid offering praise that may hinder a child’s autonomy?

It is well documented that praising the process rather than praising the product or person is beneficial to children’s outcomes. This will help the child to identify what they did that helped them to accomplish the result, thus highlighting their autonomous steps. For example, your child may have drawn a picture, instead of saying “it’s beautiful” or “you’re so clever” you may consider saying “I can tell that you have really focused on staying inside the lines” or “I can tell that you put lots of effort into that picture” or even “you could tell your friend really wanted to have a turn.”

Process praise focuses on the enthusiasm, effort, ideas, persistence or a specific problem solving approach. Process praise does not focus on a fixed quality of the child, such as being smart. By saying to a child “you are really smart” we are suggesting that they must be smart in order to qualify for praise, or that being smart is a fixed quality that cannot be changed. After receiving praise that focuses on the product or the person, children may later conclude, “My successes made me clever, therefore my difficulties make me dumb”. Children who receive process praise are more likely to rise after setbacks, try harder and are less likely to give up. Process praise also demonstrates a deeper sincerity by focusing on steps specific to the goal the child is trying to reach. Always saying “It’s beautiful,” “well done,” or “clever girl” seems to carry less meaning when we have said it 100 times.

So continue praising your children, giving careful thought to how your words may be interpreted by them. Try using process praise to help your children develop a more resilient approach to learning and to become more autonomous learners.

Deborah Tidey is an Early Years Teacher, Director and Manager at The Nest, Brighton. We have spaces in our brand new nursery and preschool in Queens Park, Brighton and limited spaces at our Outstanding nursery in Hove.
www.thenestnurseryschool.co.uk